2014-15
Project #8: Pop Art Endangered Animals
Students created their own linocut inspired by a Florida Endangered Animal of the past of present. Linocut is a printmaking technique, a variant of woodcut in which a sheet of linoleum (sometimes mounted on a wooden block) is used for the relief surface. Students used various carving and printing techniques to make six prints with their linoleum. Students worked in groups of 2 to ink and print each other's image six times. Upon the completion of the printing process, students exchanged prints with classmates and assemble their collection into an accordion style book. |
Project #7: Be The Curator
What is the role of a curator in a museum? What do all art exhibits have in common? How can you unify images and text to create a visually compelling poster? This project presented the answers to these questions. Students accepted the role of a curator and created a poster for a traveling art exhibit. This poster had to contain a title, tag line, and images from 5 selected works. Students worked in groups of two to curate their show. Together, groups established a theme, tag line, and selected the works to be a part of the exhibit. Upon the completion of the poster, students located five future sites where their show will travel and be displayed. (photos) |
Project #6: The Exquisite Corpse Book (Surrealism)
Students utilized surrealist philosophies to create an Exquisite Corpse Book. This book contained four unique characters, all depicted so their heads, bodies, and legs could be interchanged. Congruent measurements were marked on each page to guarantee connections. Upon completing their book, a creative writing assignment was completed by each student and exchanged throughout the room, allowing class members to view and interact with their classmates’ work. (photos) |
Project #5: Bauhaus Collage (Bauhaus)
Throughout this project students learned to master the design elements of the Bauhaus movement and utilize them to create a Mondrian inspired composition of their own. Students used the rule-of-thirds to create a single collage, utilizing Bauhaus design elements. Upon the completion of their collage, classes came together to assemble their work into one unified piece. By taking part in this project students can now identify the function of structural elements of art and organizational principles of design to create and reflect on artwork. (photos)
Throughout this project students learned to master the design elements of the Bauhaus movement and utilize them to create a Mondrian inspired composition of their own. Students used the rule-of-thirds to create a single collage, utilizing Bauhaus design elements. Upon the completion of their collage, classes came together to assemble their work into one unified piece. By taking part in this project students can now identify the function of structural elements of art and organizational principles of design to create and reflect on artwork. (photos)
Project #4: Cubist Instruments (Cubism)
Students composed a work of art depicting one instrument from multiple perspectives. Students integrated these different renderings into one cohesive drawing that was strengthened through the use of multiple artistic mediums. Students collaborated in pairs to decide where connection would be made within their drawings. Through this project, students were able to use ideas from cultural, historical, and artistic references to create personal responses in personal artwork. (photos) |
Project #3: Self Portraits (Fauvism)
Students used newly acquired knowledge about facial proportions to draw a self-portrait. After this was complete, students used Fauvist principles to paint their portrait. At the beginning of the project, students used the faces of those around them to learn about facial symmetry. During the drawing and painting portions of the project, students constructively critiqued each other, with the goal of producing an accurate portrait. This process allowed students to combine creative and technical knowledge to produce a visually strong work of art. (photos) |
Project #2: Still Lifes (Impressionism)
Students learned about the development and importance of the Impressionist art movement. Students learned about the importance of the still life in art history. Still Lifes were set up in stations around the room and students created observational contour line drawings of their subject. Impressionists focused on light and shadow, so students emphasized this when applying their colors. Watercolors were used due to the amount of control they give the artist over a color’s opacity. (photos) |
Project #1: Van Gogh Murals (Post-Impressionism)
Guided, individual, and collaborative learning came together for this ambitious endeavor. Classes worked as a unit to create a large scale reproduction of a famous work by Vincent Van Gogh. The paintings were divided into sections. Each student was responsible for two sections within the piece. Upon completion, a panel of faculty members were brought together to discuss the final products. After much deliberation, three winners were selected to be displayed in the Brookside Media Center. If you are on campus, I encourage you to stop by the Media Center and take in these stunning creations. (photos) |
2013-14
Project #10: Keith Haring Inspired Street Art
Of this project we made two works of art. The first was to demonstrate how street artist take their work to the public by going out to our school basketball courts and creating a cheering crowd of Keith Haring inspired figures. Student worked in groups of three, to sketch out one group member’s body demonstrating some kind of movement. Once the outline was applied, groups worked with chalk to color in their figure. The pastel colors of the chalk against the saturated green color of the court made for a exuberant and visual appealing image.
The second portion of this project took place indoors. We looked at how Keith Haring got his start, drawing on black subway panels with white chalk. Students focused on semiotics, balance and movement as they first laid out their design in pencil before applying the white chalk.
Of this project we made two works of art. The first was to demonstrate how street artist take their work to the public by going out to our school basketball courts and creating a cheering crowd of Keith Haring inspired figures. Student worked in groups of three, to sketch out one group member’s body demonstrating some kind of movement. Once the outline was applied, groups worked with chalk to color in their figure. The pastel colors of the chalk against the saturated green color of the court made for a exuberant and visual appealing image.
The second portion of this project took place indoors. We looked at how Keith Haring got his start, drawing on black subway panels with white chalk. Students focused on semiotics, balance and movement as they first laid out their design in pencil before applying the white chalk.
Project #9: Artist Trading Cards
With the assistance of an Education Foundation Edge Grant, I was able to purchase a classroom set of the series “Getting to Know the World’s Greatest Artists.” Each book spotlights an artist. Students were assigned one artist to become experts on. They began by reading their assigned book and filling out a questionnaire concerning their artist. They answered questions like “who were their greatest influences?” and “what are they best known for?”
On the front of this questionnaire, students were challenged with the task of designing a trading card for their artist. They had to include a frame, portrait of their artist, and integrate three of their artist works into one unified background. The composition of the cards made a great opportunity to learn about foreground, middle ground, and background. Upon completion students presented their card/artist to individuals in the class. Students shared their art work along with their newfound expertise on their artist.
With the assistance of an Education Foundation Edge Grant, I was able to purchase a classroom set of the series “Getting to Know the World’s Greatest Artists.” Each book spotlights an artist. Students were assigned one artist to become experts on. They began by reading their assigned book and filling out a questionnaire concerning their artist. They answered questions like “who were their greatest influences?” and “what are they best known for?”
On the front of this questionnaire, students were challenged with the task of designing a trading card for their artist. They had to include a frame, portrait of their artist, and integrate three of their artist works into one unified background. The composition of the cards made a great opportunity to learn about foreground, middle ground, and background. Upon completion students presented their card/artist to individuals in the class. Students shared their art work along with their newfound expertise on their artist.
Project #8: Pop Art Portraits
After a lecture and discussion about Pop Art, classes focused on Andy Warhol’s self portraits. Students began their work by using a mirror to make some practice drawings. They did a combination of observational and blind drawings. After these practice drawings were completed, they moved on to what would be the final portrait.
The size of this project was the largest individual piece students had worked on. They began by sketching their face in pencil, before going over their lines with black ink. Once the drawing portion was complete, students used rulers to divide up the panel. Dividing their portraits into four sections allowed them to play around with their color application. Students applied acrylic paint to the paper, limiting themselves to only three colors per section. Upon completion, students touched up their black lines to reveal their very own Warhol inspired self portrait.
After a lecture and discussion about Pop Art, classes focused on Andy Warhol’s self portraits. Students began their work by using a mirror to make some practice drawings. They did a combination of observational and blind drawings. After these practice drawings were completed, they moved on to what would be the final portrait.
The size of this project was the largest individual piece students had worked on. They began by sketching their face in pencil, before going over their lines with black ink. Once the drawing portion was complete, students used rulers to divide up the panel. Dividing their portraits into four sections allowed them to play around with their color application. Students applied acrylic paint to the paper, limiting themselves to only three colors per section. Upon completion, students touched up their black lines to reveal their very own Warhol inspired self portrait.
Project #7: Abstract Expressionism
Students learned about America’s first art movement. They studied artists such as DeKooning, Rothko, and Pollock. After seeing what made these men tick, students applied Pollock’s drip technique to a piece of paper. After the paint dried, student used black ink to connect the dots that their splatter paint had created. Once all of the dots were connected, students used various color palettes to fill in their new shapes. This process led to students creating unique field paintings. Each work of art was different from the other.
Throughout the process, students collaborated with other classes to create a large scale drip painting. After looking at how Jackson Pollock walked around and attacked his canvas, classes charged their brushes and applied their drips, while creating similar works. This process helped students to see not only how Pollock worked, but also to further comprehend how the term Action Painting came to be.
Students learned about America’s first art movement. They studied artists such as DeKooning, Rothko, and Pollock. After seeing what made these men tick, students applied Pollock’s drip technique to a piece of paper. After the paint dried, student used black ink to connect the dots that their splatter paint had created. Once all of the dots were connected, students used various color palettes to fill in their new shapes. This process led to students creating unique field paintings. Each work of art was different from the other.
Throughout the process, students collaborated with other classes to create a large scale drip painting. After looking at how Jackson Pollock walked around and attacked his canvas, classes charged their brushes and applied their drips, while creating similar works. This process helped students to see not only how Pollock worked, but also to further comprehend how the term Action Painting came to be.
Project #6: Exquisite Corpse (Surrealism)
Students started this project by learning to think like a Surrealist. They tapped into their subconscious and learned to create art like a real Surrealist practicing in the 1920s. Students worked in groups of three to create an Exquisite Corpse. One student would create a character’s head, another would add a body and without looking, the third person would add the legs. When unveiled the students would see a subconsciously collaborated character.
Students went on to brainstorm four of their own characters. Using measurements students divided four papers into three sections: 1-Head, 2-Body, 3-Legs. After drawing out and coloring their characters, students bound their papers with a cover they designed to make an Exquisite Corpse Book. Two cuts were made to allow the three sections to become interchangeable.
The final step of the project was to have the students select which combination of head, body and legs they liked the best. After making this selection they were challenged with creating an event that this character was involved in. They acted as a Forensic Unit and filled out a Police Report for the event. They came up with the place, time, and recorded witness reports. Students read each others reports and tried to find the matching combination of features. They became artistic detectives.
Students started this project by learning to think like a Surrealist. They tapped into their subconscious and learned to create art like a real Surrealist practicing in the 1920s. Students worked in groups of three to create an Exquisite Corpse. One student would create a character’s head, another would add a body and without looking, the third person would add the legs. When unveiled the students would see a subconsciously collaborated character.
Students went on to brainstorm four of their own characters. Using measurements students divided four papers into three sections: 1-Head, 2-Body, 3-Legs. After drawing out and coloring their characters, students bound their papers with a cover they designed to make an Exquisite Corpse Book. Two cuts were made to allow the three sections to become interchangeable.
The final step of the project was to have the students select which combination of head, body and legs they liked the best. After making this selection they were challenged with creating an event that this character was involved in. They acted as a Forensic Unit and filled out a Police Report for the event. They came up with the place, time, and recorded witness reports. Students read each others reports and tried to find the matching combination of features. They became artistic detectives.
Project #5: Bauhaus School of Art and Architecture
Students learned about and became members of the Bauhaus School of Art and Architecture. Bauhaus was an art movement and school of study based out of Germany following World War II. They are the innovators responsible for giving us what we call “modern” architecture. We focused on the art work produced by this school, primarily the work of Piet Mondrian.
Students created their own Mondrian inspired collage. As a class we focused on what makes a Mondrian painting unique; geometric shapes, primary colors, vertical and horizontal lines, etc. After the entire class finished assembling their own collages, we used the white board and magnets to attach and connect all of the works together. The final result made a visually interesting and unified work of art.
Students learned about and became members of the Bauhaus School of Art and Architecture. Bauhaus was an art movement and school of study based out of Germany following World War II. They are the innovators responsible for giving us what we call “modern” architecture. We focused on the art work produced by this school, primarily the work of Piet Mondrian.
Students created their own Mondrian inspired collage. As a class we focused on what makes a Mondrian painting unique; geometric shapes, primary colors, vertical and horizontal lines, etc. After the entire class finished assembling their own collages, we used the white board and magnets to attach and connect all of the works together. The final result made a visually interesting and unified work of art.
Project #4: Cubism-Integrating the Visual and Performing Arts
For this lesson, students learned about the partnership of George Braque and Pablo Picasso, which led to the Cubism Movement. Students had musical instruments set up at their tables. They were challenged with the role of finding a way to depict their instrument from at least four different angles.
Students started by sketching the instruments in pencil. Once they had their finalized layout, they went over their lines in ink. A wash was applied to the entire paper. The color reflected the predominant color in their instrument. After the wash dried, students located the negative space on their images and used white crayons to fill the areas in.
I would like to give a big thank you to Brookside’s Music Department for allowing us to use their instruments as our subject matter.
For this lesson, students learned about the partnership of George Braque and Pablo Picasso, which led to the Cubism Movement. Students had musical instruments set up at their tables. They were challenged with the role of finding a way to depict their instrument from at least four different angles.
Students started by sketching the instruments in pencil. Once they had their finalized layout, they went over their lines in ink. A wash was applied to the entire paper. The color reflected the predominant color in their instrument. After the wash dried, students located the negative space on their images and used white crayons to fill the areas in.
I would like to give a big thank you to Brookside’s Music Department for allowing us to use their instruments as our subject matter.
Project #3: Florida Endangered Animals
Students learned about the collaboration of André Derain and Henri Matisse, which lead to the movement known as Fauvism. Fauvism, meaning “wild beast,” is recognizable for its bold and vibrant use of color. Students were assigned a Florida native animal that is either currently, or was at one time, an endangered animal. Students practiced laying out their artwork and created one image of their animal on a piece of paper. Students reproduced that image two more times using printmaking techniques. Once the image was reproduced, students used complementary colors to boldly paint their animals with watercolors.
As students finished their paintings, the images were mounted on a piece of paper. Upon completion students became members of our Research Bureau. The Research Bureau is a computer lab located in the art room. Students used the Resources tab on this website to conduct research on their animal and use implemented action plans to determine how they could do their part to help their animal survive.
Students learned about the collaboration of André Derain and Henri Matisse, which lead to the movement known as Fauvism. Fauvism, meaning “wild beast,” is recognizable for its bold and vibrant use of color. Students were assigned a Florida native animal that is either currently, or was at one time, an endangered animal. Students practiced laying out their artwork and created one image of their animal on a piece of paper. Students reproduced that image two more times using printmaking techniques. Once the image was reproduced, students used complementary colors to boldly paint their animals with watercolors.
As students finished their paintings, the images were mounted on a piece of paper. Upon completion students became members of our Research Bureau. The Research Bureau is a computer lab located in the art room. Students used the Resources tab on this website to conduct research on their animal and use implemented action plans to determine how they could do their part to help their animal survive.
Project #2 (continued): Contour Line Still Lifes with Color
Students did such an amazing job on their shoe drawings that we decided to do one more still life.This time students looked at flower arrangements. We viewed and analyzed Van Gogh's flower paintings. Each table had a full bouquet located in the center. We used many of the same techniques learned from the shoe drawings and discussed how they could be enhanced or improved. Practice makes perfect, and that is evident in how well these drawings turned out.
Students first devoted an entire class period to studying and sketching out their subject. Lines were then made pertinent by retracing their drawings with black ink. Once all of the previous pencil marks were erased, a new step was added. Students used colored pencils to add pigment to their still lifes. After a few technique tutorials, students were free to begin coloring their masterpieces.
Students did such an amazing job on their shoe drawings that we decided to do one more still life.This time students looked at flower arrangements. We viewed and analyzed Van Gogh's flower paintings. Each table had a full bouquet located in the center. We used many of the same techniques learned from the shoe drawings and discussed how they could be enhanced or improved. Practice makes perfect, and that is evident in how well these drawings turned out.
Students first devoted an entire class period to studying and sketching out their subject. Lines were then made pertinent by retracing their drawings with black ink. Once all of the previous pencil marks were erased, a new step was added. Students used colored pencils to add pigment to their still lifes. After a few technique tutorials, students were free to begin coloring their masterpieces.
Project #2: Contour Line Still Lifes
Students worked independently to complete their contour line drawings. Classes learned about the history of still lifes and why artists, throughout time, have created them.
Students had pairs of shoes set up at their tables. They first studied their still life and made practice sketches of their subject. Students then completed a large scale rendering of their shoes. After this step, students went over their marks with black ink, and erased their pencil marks. The final step of the project was to use graphite and add drop shadows to their work.
Terms discussed: line, overlap, thickness, horizon line, drop shadow.
Students worked independently to complete their contour line drawings. Classes learned about the history of still lifes and why artists, throughout time, have created them.
Students had pairs of shoes set up at their tables. They first studied their still life and made practice sketches of their subject. Students then completed a large scale rendering of their shoes. After this step, students went over their marks with black ink, and erased their pencil marks. The final step of the project was to use graphite and add drop shadows to their work.
Terms discussed: line, overlap, thickness, horizon line, drop shadow.
Project #1: Van Gogh Murals
Project number one included guided, individual, and collaborative learning. Classes worked as a unit to create a large scale reproduction of a famous work by Vincent Van Gogh. The paintings were divided into sections. Each student was responsible for two sections within the piece.
Students first sketched out the details of their section using pencil. Next, students learned about application and blending methods of oil pastels. Equipped with this knowledge, students outlined and colored in their section.
After the coloring process was completed, the parts were connected. Sections were placed in order and taped together.
Project number one included guided, individual, and collaborative learning. Classes worked as a unit to create a large scale reproduction of a famous work by Vincent Van Gogh. The paintings were divided into sections. Each student was responsible for two sections within the piece.
Students first sketched out the details of their section using pencil. Next, students learned about application and blending methods of oil pastels. Equipped with this knowledge, students outlined and colored in their section.
After the coloring process was completed, the parts were connected. Sections were placed in order and taped together.